Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Students will use PhotoStory and MovieMaker to present one component of narrative text. In groups, they will use words, pictures, and original text to display their understanding of narrative components for their classmates.
Essential Questions What will guide student
inquiry?
What examples can you create to explain an element of narrative text?
What keeps a reader engaged?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Writing:
S3C1PO1. Write a narrative based on imagined or real events, observations, or memories that includes:
g. characters
h. setting
i. plot
j. sensory details
k. clear language
l. logical sequence of event
S1C3PO1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.
S1C5PO2. Write sentences that flow together and sound natural when read aloud. PO3. Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.
Technology:
PO2. Write sentences that flow together and sound natural when read aloud. PO3. Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.
Student Outcomes What will students learn
and do?
Students will define and explain a narrative component using pictures and words.
Students will model a specific narrative component through their own writing.
Students will present information using PhotoStory or MovieMaker.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Project Overview
Title: The Narrative Diamond Comes to Life
Grade Level: 3
Subject Area: All
Time Frame (when, duration): 1-2 Weeks (Third Benchmark)
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
What keeps a reader engaged?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Writing:
S3C1PO1. Write a narrative based on imagined or real events, observations, or memories that includes:- g. characters
- h. setting
- i. plot
- j. sensory details
- k. clear language
- l. logical sequence of event
S1C3PO1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.S1C5PO2. Write sentences that flow together and sound natural when read aloud. PO3. Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.
Technology:
PO2. Write sentences that flow together and sound natural when read aloud. PO3. Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.What will students learn
and do?
Students will model a specific narrative component through their own writing.
Students will present information using PhotoStory or MovieMaker.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL